THE 


Volume  Nine 


Number  Three 


SCHOOL  OF  MINES 
AND  METALLURGY 

UNIVERSITY  OF  MISSOURI 


BULLETIN 


JUNE,    1917 


WHAT  SHOULD  A  PRESENT  DAY  METALLURGICAL 
EDUCATION  COMPRISE? 


ROLLA,  MO. 


EattrtJ  •*  Sk«iJ-CU»  Matter  Number  29,  1911.    at  the  Pott-Office  at  Roll.,  Mfironri.    under  the  Act 
•f   Jnly,  18.   1894.  Wined  Quarterly. 


SCHOOL  OF  MINES 
AND  METALLURGY 

UNIVERSITY  OF  MISSOURI 


WHAT  SHOULD  A  PRESENT  DAY  METALLURGICAL 
EDUCATION  COMPRISE? 

An  Address  By 

CHARLES  HERMAN  FULTON,  D.Sc. 

Professor  of  Metallurgy,   Case  School  of  Applied  Science 


ROLLA,  MISSOURI 
1917 


Press  of  the 

Missouri  Printing  and  Publishing  Company, 

Mexico.  Mo. 


BULLETIN 

OF  THE 

School  of  Mines  and  Metallurgy 

UNIVERSITY  OF  MISSOURI 

Vol.  IX  JUNE,  1917  No.  3 

WHAT  SHOULD~A   PRESENT   DAY   METAL- 
LURGIGAL  EDUCATION  COMPRISE? 

CHARLES  HERMAN  FULTON,  -D.  Sc. 


Annual  Commencement  Address,  May  25,  1917 

During  the  last  decade  the  production  of  metals  in  the 
United  States  has  greatly  increased,  and  an  intensive  spirit 
has  taken  hold  of  the  metallurgical  industry,  which  is  be- 
ing reflected  in  metallurgical  education. 

In  order  to  clearly  view  present  day  tendencies  we 
should  look  at  the  origin  and  early  methods  of  metallurgical 
education  in  this  country.  Naturally  the  bond  between  an 
industry  and  the  teaching  of  its  art  is  very  (dose,  so  that  the 
growth  of  an  industry  implies  a  growth  in  the  teaching  of 
its  art.  Except  for  iron,  the  extent  of  metallurgical  indus- 
try in  this  country  previous  to  1860  was  small,  particularly 
when  it  be  compared  to  its  present  magnitude.  With  the 
discovery  of  the  greal  western  ore  deposits  and  the  produc- 
tion of  metals  from  these  sources,  ;i  decided  need  began  to 
be  felt  for  men  who  had  a  knowledge  of  metallurgical  pro- 
cesses, or  a  knowledge  of  the  fundamental  scientific  princi- 
ples which  were  involved  in  their  practice.  Thai  men  of 
this  kind  were  few  in  number  in  the  United  States  becomes 
at  once  apparent  when  the  nativity  of  the  early  metallurgi- 
cal pioneers  is  considered.  They  all  came  to  us  from  abroad, 
as,  for  instance,  Anton  Eilers,0.  II.  1 1  aim.  August  Rant,  Chas. 
A.  S'tedefelt,  Richard  Pearce,  and  others,  all  of  them  m 'en  who 
had  received  their  education  and  had  acquired  their  know- 
ledge either  in  Germany  or  in  England.  In  those  days  there 
would  have  been  no  response  to  an  advertisement  in  the 
technical  mining  press,  if  there  was  one,  for  a  young  Ameri- 
can trained  in  mining  and  metallurgy.  It  was  the  urgenl 
need  of  such  men  by  the  young  and  growing  industry  that 
led  to  the  establishment   of    the    pioneer    courses  in   mining 


4  MISSOURI   SCHOOL    OF   MINES 

and  metallurgy  in  Columbia  College  in  New  York  and  in  the 
Massachusetts  Institute  of  Technology  in  Boston.  In  those 
early  days  there  was  but  little  distinction  made  between 
mining  and  metallurgy.  The  two  went  hand  in  hand,  and 
such  a  thing  as  a  course  in  metallurgy  as  distinct  from  min- 
ing was  not  considered.  The  formulation  of  the  course  of  study 
was  well  and  wisely  done  by  such  men  as  R.  H.  Richards,  C. 
F.  Chandler,  Thos.  Eggleston,  J.  S.  Newberry,  F.  L.  Vinton, 
and  others,  and  was  based  largely  on  the  work  of  the  School 
of  Mines  at  Freiberg  in  Saxony  and  that  of  the  Ecole  des 
Mines  at  Paris,  as  well  as  on  the  practical  demands  of  the 
young  American  industry.  The  course  included  the  teach- 
ing of  a  fundamental  knowledge  of  mathematics,  chemistry 
and  physics,  which  were  considered  essential.  This  was 
amplified  by  special  knowledge  in  chemistry  relating  to  the 
recovery  of  the  common  metals,  iron,  copper,  lead,  zinc,  gold 
and  silver.  Further,  it  included  a  knowledge  of  general 
geology  and  of  ore  deposits,  although  this  last  subject  was 
in  its  very  infancy,  of  surveying  land  and  mines,  of  the 
principles  of  steam  and  water  power,  and  power  applica- 
tion, in  a  relatively  rudimentary  way,  as  well  as  a  knowledge 
of  engineering  structures.  All  of  these  subjects  were  taught 
distinctly  in  a  descriptive  way,  and  laboratory  instruction 
was  comparatively  limited  even  in  physics  and  chemistry, 
although  the  great  importance  of  it  was  fully  recognized. 
Books  dealing  with  special  subjects  of  metallurgy  and  min- 
ing were  not  numerous,  and  those  used  were  almost  entirely 
French,  German  and  English.  There  were  practically  no 
American  text  books  available  at  that  time. 

This  early  education  in  mining  and  metallurgy  reflected 
the  condition  of  the  industry  at  that  time  just  as  the  more 
modern  education  in  these  subjects  reflects  its  present  con- 
dition. 

During  the  period  from  this  beginning  to  the  present 
there  occurred  a  general  expansion  of  the  course  of  study 
as  the  needs  of  the  industry  grew.  The  number  of  the  sub- 
jects taught  and  their  complexity  increased.  The  growth 
may  be  classified  in  three  groups: 

1.  There  was  an  increase  in  the  amount  of  laboratory 
work  in  chemistry  and  in  physics,  and  laboratory  or  field 
work  was  introduced  in  surveying,  in  metallurgy  and  ore 
dressing,  in  geology,  in  drafting  and  design,  in  electricity, 
hydraulics,  and  in  power  engineering. 

2.  As  the  industry  expanded  new  subjects  were  intro- 
duced, and  older  subjects  grew  in  complexity,  as,  for  in- 
stance, electricity,  at  first  taught  as  a  purely  physical  sub- 


MISSOURI  SCHOOL   OF   MINES  5 

ject,  was  gradually  transformed  into  an  engineering  sub- 
ject, and  now  takes  on  the  importance  in  the  one  case  of  a 
special  branch  of  metallurgy  and  in  the  other  of  a  great  and 
important  branch  of  power  engineering.  In  the  production 
of  power  the  early  field  was  limited  and  descriptive  methods 
only  were  employed.  Power  was  produced  by  relatively 
simple  machinery — ordinary  boilers,  the  slide  valve  steam 
engine,  and  water  wheels.  Simple  jaw  crushers,  rolls, 
stamps,  jigs,  screens  and  pans  comprised  the  milling  ma- 
chinery. Now  the  subject  of  power  engineering  has  much 
broadened  and  is  complex,  including  the  intricate  boiler 
plant,  modern  steam  engines  and  turbines,  gas  producer 
power  plants,  gas  engines,  generation  of  electrical  energy, 
its  transmission,  and  manifold  detailed  application  to  min- 
ing and  metallurgical  work,  while  milling  and  smelting  ma- 
chinery is  almost  endless  in  its  variety. 

3.  The  literature  of  the  art  in  the  earlier  days  was 
limited  and  comparatively  simple.  The  time  required  to 
become  acquainted  with  its  essential  features  was  short. 
Now  this  literature  has  swollen  into  a  great  stream  and  it 
requires  much  time  to  become  familiar  with  the  essentials 
only. 

During  this  period  of  growth  the  mining  and  metallur- 
gical courses  have  drifted  apart  and  become  distinct  in  most 
educational  institutions.  In  this  respect  education  has  fol- 
lowed the  practice  of  the  industry,  for  while  formerly  the 
mine  and  its  metallurgical  plant  were  closely  related,  this  is 
Mot  true  at  the  present  time,  except  in  isolated  instances. 

The  very  close  relation  between  technical  education 
and  industry  has  already  been  stated,  but  in  view  of  the  im- 
portance of  the  fact  may  again  be  emphasized:  it  is  the 
function  of  technical  education  to  prepare  men  for  useful 
work  in  industry.  It  seeks  to  train  them  within  a  compara- 
tively narrow  and  confined  field  to  do  certain  highly  useful 
things.  Tn  this  respect  technical  education  differs  greatly 
from  the  general  or  Cultural  education.  This  latter  lias  the 
ruction  of  broadly  training  the  mind,  establishing  and  fix- 
ing character,  but  not  of  preparing  for  a  special  life  work. 
Technical  education  always  has  a  specific  and  narrow  object 
in  view.  Both  types  have  their  place  and  value,  but  they 
will  not  mix  well  in  the  same  course.  There  is  frequently 
criticism  of  educational  institutions  by  men  in  industrial 
leadership,  and  in  the  very  nature  of  things  they  have  a 
right  to  criticise  technical  schools,  since  their  criticism  is  di- 
rected towards  something  which  is  really  pari  of  the  indus- 
try they  represent.  Whether  their  criticisms  are  always  just 


6  MISSOURI    SCHOOL    OF   MINES 

is  another  matter.  In  many  instances  undoubtedly  it  is. 
There  can  be  no  question,  however,  of  their  right  to  criti- 
cise and  suggest  in  a  matter  in  which  they  are  vitally 
concerned,  since  they  take  the  product  of  the  technical 
school  and  use  it.  It  is  conceded  that  the  director  of  a  metal- 
lurgical works  has  the  right  to  express  what  he  believes 
should  be  the  training  and  qualifications  of  a  man  coming  to 
him  to  do  certain  useful  work. 

Our  schools  which  teach  mining  and  metallurgy  are  of 
three  kinds: 

1.  The  university,  of  which  the  School  of  Mines  is  a  part. 

2.  Technical  schools  which  include  in  their  curriculum  a 
number  of  courses  in  technology,  including  mining  and 
metallurgy. 

3.  Schools  of  mining  and  metallurgy,  which  confine 
themselves  to  these  courses. 

The  course  of  study  taught  in  institutions  is  based  on 
precedent,  representing  the  past  needs  of  the  industry,  and 
on  the  ideas  and  suggestions  of  the  men  who  make  up  the 
faculties.  The  three  classes  of  institutions  have  different 
types  of  faculties.  While  in  the  university  the  faculty  as  a 
whole  does  not  make  the  course  of  study  of  any  particular 
school  in  the  university,  nevertheless  the  influence  of  the 
whole  faculty  is  felt  in  the  course  of  study,  unless  the  uni- 
versity be  a  very  large  one.  In  a  school  of  technology  teach- 
ing all  technical  courses  the  faculty  comprises  less  diversi- 
fied elements  than  in  the  university  and  its  views  are  more 
confined.  In  the  school  of  mines  the  faculty  is  quite  limited 
and  the  fields  of  knowledge  represented  are  relatively  few. 

In  the  university  there  will  be  a  tendency  to  broaden 
the  course  of  the  technical  student.  In  the  school  of  mines 
and  metallurgy  there  will  be  a  tendency  to  narrow  and  con- 
fine the  course  of  the  student.  The  school  of  general  tech- 
nology will  stand  between  the  two  in  this  respect.  The  ques- 
tion now  arises  as  to  what  is  best  for  the  student.  Is  it  the 
so-called  broader  education,  or  is  it  the  relatively  narrow 
education! 

The  marked  tendency  in  most  institutions  is  to  "broad- 
en" the  education.  For  instance,  the  department  of  English 
discovers  that  the  student  is  lacking  in  facility  in  using  the 
language;  the  department  of  modern  languages  finds  that 
the  student  is  deficient  in  German  and  French ;  it  believes 
also  that  in  view  of  developments  in  South  America  he 
should  be  taught  Spanish  in  order  to  make  him  more  useful; 
the  department  of  mathematics  would  like  to  "broaden" 
his    outlook    by    the    addition    of   some     newly     discovered 


MISSOURI   SCHOOL   OF   MINES  7 

methods  of  solving  equations;  the  department  of  history 
thinks  that  a  little  more  history  would  tend  to  "broaden" 
him  and  assist  in  forming  his  character.  Every  one  is  much 
interested  about  his  being  properly  "broadened"  in  the  cul- 
tural subjects.  The  technical  men  on  the  faculty,  however, 
become  somewhat  concerned  as  to  whether  this  "broaden- 
ing" process  may  not,  in  reality,  be  a  "narrowing"  process, 
since  it  strikes  at  the  student 's  real  work  in  life,  which  he  is 
supposed  to  be  fitted  for  by  the  institution  he  is  attending. 

It  seems  evident  in  view  of  the  number  of  professional 
subjects  that  are,  in  this  modern  day,  required  of  the  min- 
ing and  metallurgical  engineer,  that  any  considerable  time 
of  the  course  which  is  taken  away  from  professional  sub- 
jects will  "narrow"  him  decidedly  in  matters  he  should 
know  most  about,  and  which  he  is  expected  to  know  and 
make  a  creditable  showing  in  upon  entering  practical  life. 

The  English  department,  the  modern  language  depart- 
ment and  the  other  departments  spoken  of  are  right  in  their 
view  that  a  man  should  be  broadened  in  these  subjects.  The 
better  the  training  and  the  more  education  of  a  general 
character  that  a  man  has,  the  better  and  more  useful  citizen 
he  will  make,  but  it  must  always  be  remembered  that  the 
ultimate  and  final  object  for  which  lie  attends  a  technical 
school  and  seeks  a  technical  education  is  to  obtain  specific 
knowledge  of  certain  subjects  which  will  enable  him  to  be 
useful  in  this  particular  work  after  his  graduation.  He 
should  attain  this  condition  of  usefulness  shortly  after  leav- 
ing school,  and  not  only  at  the  age  of  seventy,  when  he  is 
ready  to  graduate  from  life's  school. 

The  essentials  of  the  matter  may  be  summed  up  in  this 
statement:  The  student  should  have  acquired  a  general 
education  when  he  eiders  the  technical  school,  and  should 
not  acquire  it  during  his  residence  there  as  part  of  the  regu- 
lar curriculum.  Perhaps  the  real  difficulty  in  the  matter  is 
to  be  found  in  the  primary  and  secondary  educations  which 
he  receives.  The  total  Length  of  time  of  this  preparatory 
educatiOD  is  twelve  years,  eight  in  the  primary  school  and 
tour  in  the  high  school.  If  to  this  be  added  one  year  or  two 
<>f  general  college  training,  or  if  the  high  school  course  he 
made  five  years,  he  should  have  acquired  sufficient  general 
education  to  enable  him  to  broaden  himself  if  thai  he  neces- 
sary, and  not  take  time  from  that,  allotted  to  his  specific 
technical   education  to  do  so. 

As  the  present  courses  in  the  preparatory  school  are 
arranged,  it  is  difficult  for  the  man  to  obtain  this  general 
education.  With  the  introduction  of  vocational  training,  the 


8  MISSOURI   SCHOOL   OF   MINES 

student  is  taught  a  little  of  each  of  many  subjects,  and  not 
much  of  any  one  subject,  This  type  of  education  no  doubt 
fulfills  a  useful  function  to  the  man  who  is  to  stop  with  the 
high  school,  but  for  the  one  who  is  to  take  up  technical  work 
it  is  much  better  to  confine  him  to  a  rigorous  and  extensive 
training  in  English,  one  foreign  language  and  its  literature, 
elementary  chemistry  and  physics,  very  thoroughly  taught, 
mathematics,  including  trigonometry,  and  thorough  courses 
in  history,  and  geography.  There  is  time  enough  to 
thoroughly  teach  these  subjects.  At  the  present  time  when 
the  technical  school  wishes  to  broaden  him,  what  it  realty 
means  is  that  it  desires  to  correct  the  defects  of  his  second- 
ary education.  In  reality  it  does  not  add  anything  new,  but 
goes  over  old  ground  which  has  been  imperfectly  covered, 
and  corrects  work  which  has  been  poorly  done. 

It  appears  that  the  sooner  these  fundamental  conditions 
are  recognized  in  technical  education  the  more  rapid  the 
progress  will  be.  As  to  the  past  methods  and  the  future 
tendency  of  mining  and  metallurgical  education,  it  is  of  in- 
terest to  consider  two  of  the  foremost  institutions  in  this 
country. 

The  School  of  Mines  of  Columbia  College,  as  it  was 
formerly  known,  has  always  followed  the  policy  that  the 
time  of  the  course  should  be  devoted  solely  to  technical 
training.  This  was  never  understood  to  mean  that  the  edu- 
cation should  be  narrow,  for  the  requirements  for  entrance 
were  such  that  the  student  had  a  good  general  education  up- 
on taking  up  his  technical  work.  In  the  new  system  now 
adopted  at  Columbia  University  this  fundamental  idea  has 
not  been  abandoned,  but  rather  extended.  The  requirements 
for  preparation  for  technical  work  are  increased,  so  that  the 
student  is  not  in  need  of  being  "broadened"  during  the  time 
of  his  technical  training,  but,  on  the  contrary,  can  give  most 
strict  attention  to  his  real  work,  which,  to  meet  modern  con- 
ditions, has  been  amplified  and  enlarged. 

As  I  understand  it,  the  ideals  and  policy  governing  the 
course  at  the  Massachusetts  Institute  of  Technology  before 
its  identification  with  Harvard  University  were  of  a  different 
character,  the  course  including  a  number  of  non-technical 
subjects  not  relating  strictly  to  mining  and  metallurgical 
work,  and  tending  to  afford  a  more  general  education  to  the 
technical  student.  The  institute  course  taken  as  a  whole 
was  less  strictly  technical  than  that  at  Columbia.  I  have 
met  many  graduates  of  both  institutions,  and  it  is  difficult 
to  discern  any  difference  in  qualifications  and  ability  of  the 


MISSOURI   SCHOOL   OF   MINES  9 

graduates,  for  both  schools  have  always  insisted  on  close 
and  intensive  technical  training. 

Many  of  the  mining  schools,  in  order  to  open  the  door 
of  opportunity  for  an  education  to  as  many  as  possible,  have 
never  adopted  high  entrance  standards,  or  have  not  raised 
their  original  standards,  with  the  result  that  their  courses 
contain  subjects  which  decrease  very  much  the  efficiency  of 
the  technical  education  offered.  That  is,  they  are  doing  part 
of  the  preparatory  work.  The  time  has  come  when  these  in- 
stitutions must  take  a  position  on  one  side  of  a  line  or  the 
other.  They  will  become  either  institutions  that  train  engi- 
neers in  the  full  sense  of  the  word,  or  they  will  become  insti- 
tutions whose  function  it  is  to  furnish  a  technical  education 
of  the  trade  type.  They  will  become  mining  or  metallurgi- 
cal trade  schools.  I  am  by  no  means  drawing  invidious  com- 
parisons betwee>ri  the  two  types  of  schools,  for  in  the 
American  systexn  of  education  we  need  both  types,  and  the 
last  fulfills  an  equally  important  function  with  the  first. 
The  point  at  issue  is  that  a  school  cannot  very  well  com- 
bine both  types  of  education    into   one 

In  proceeding  to  outline  what  is  the  best  course  of  study 
for  the  metallurgical  engineer  I  refer  only  to  the  engineer- 
ing school,  and  not.  to  the  metallurgical  trade  school.  It  is 
assumed  that  the  entering  student  lias  received  a  thorough 
preliminary  training  of  the  nature  discussed.  The  course 
will   then  be  as   follows: 

1.  Mathematics — This  will  consist  of  analytical 
geometry,  advanced  algebra  and  differential  and  inte- 
gral calculus.  These  subjects  are  to  be  taughl  thoroughly 
with  the  working  of  many  problems,  so  that  mathematics 
will  become  a  really  eflieient  tool  in  the  hands  of  tin4 
Student.  How  this  is  to  he  done  is  left  entirely 
to  the  department  of  mathematics.  The  student  should  have 
the  ability  to  use  ealcnlus  as  readily  as  he  dot's  arithmetic. 
The  pure  mathematics  are  followed  by  theoretic  mechanics. 
The  principles  of  mechanics  should  so  become  a  pari  of  the 
student's  mind  that  he  can  automatically  detect  the  per- 
petual motion  phantasy,  QO  matter  in  what  guise  it  is  pre- 
sented to  him.  He  should  be  so  trained  in  mathematics  and 
mechanics  that  it  will  be  possible  for  him  to  see  in  the  ab- 
stract, and  there  will  be  no  need  for  every  problem  to  he 
made  concrete. 

2.  Physics — The  student  comes  to  the  technical  school 
with  a  thorough  knowledge  of  general  physics.  He  is  fa- 
miliar with   the   principles  of  light,   heat,    electricity,    sound 

and  mechanics.     The  technical  course  in  physics  therefore 


10  MISSOURI  SCHOOL  OF   MINES 

should  be  directed  to  an  extensive  study  and  training  in 
heat,  electricity  and  such  other  physical  phenomena  as  par- 
ticularly apply  to  metallurgy,  as  for  example,  viscosity, 
surface  tension,  adsorption  and  other  molecular  forces.  He 
should  obtain  not  only  a  general  knowledge,  but  a  detailed 
knowledge,  and  be  able  to  apply  this  later  on  to  problems  of 
a  metallurgical  character.  Laboratory  work  in  connection 
with  this  subject  should  include  a  thorough  technical  study 
of  pyrometry,  heat  measurements  of  all  kinds,  and  electrical 
measurements  in  both  direct  and  alternating  currents,  and 
in  magnetism. 

3.  Chemistry — This  course  should  be  begun  with  the 
study  of  general  theoretic  chemistry  and  physical  chemistry, 
the  individual  subjects  being  carefully  chosen,  so  as  to  bear 
particularly  on  metallurgy.  The  subjects  of  solution,  elec- 
tro-chemistry, equilibrium  reactions,  etc.,  should  be  thor- 
oughly mastered.  Then  will  follow  a  course  in  analytical 
chemistry  with  particular  reference  to  metals.  It  is  not  the 
idea  to  train  an  analytical  chemist,  but  rather  to  give  a 
thorough  insight  into  methods.  In  our  present  courses  too 
much  stress  is  laid  on  analytical  chemistry.  The  final 
course  in  chemistry  should  be  one  in  industrial  chemistry, 
so  as  to  give  the  student  a  broad  outlook  into  the  manu- 
facturing principles  and  methods  of  such  common  sub- 
stances as  the  alkalies ,  sulfuric,  hydrochloric  and  nitric 
acid,  chlorine,  nitrogen,  oxygen,  byproduct  coke,  etc., 
all  of  which  have  a  bearing  on  metallurgical  work. 

4.  Drafting — Design  of  structures  and  materials  of 
engineering  are  included  in  this  course.  The  student  is  sup- 
posed to  come  thoroughly  trained  in  freehand  drawing  and 
simple  mechanical  drafting.  The  drafting  work  should 
therefore  be  combined  with  the  theoretical  study  of  engi- 
neering structures  in  their  simpler  form  and  the  properties 
of  the  materials  of  engineering.  It  is  not  intended  that  sub- 
jects of  a  mechanical  engineering  nature  be  here  included, 
but  the  work  is  of  a  civil  engineering  character. 

5.  Mechanical  Engineering — -This  should  include  a 
thorough  course  in  power  plants ,  the  generation  of  power 
by  different  methods,  steam,  electricity,  gas  engines,  com- 
pressed air,  ami  hydraulic  methods.  The  student  must  be- 
come thoroughly  familiar  with  the  production  and  applica- 
tion of  power  and  the  economics  of  the  subject.  In  this  de- 
partment should  be  taught  in  detail  the  subject  of  the  mov- 
ing and  handling  of  material  by  means  of  cranes,  hoists, 
mechanical  unloaders,  conveyors,  elevators  and  kindred  ap- 
paratus.    He    should  be  taught    the    methods  of  producing 


MISSOURI   SCHOOL   OF   MINES  11 

pressure  air  by  means  of  compressors,  blowers,  turbine 
blowers,  fans,  etc.  The  course  will  include  the  subjects  of 
rolling  mills,  forging  machines,  hammers,  crushing  ma- 
chinery, and  other  mechanical  appliances  employed  in  met- 
allurgy. Some  of  these  are  now  included  in  other  courses, 
but  they  are  so  purely  of  a  mechanical  nature  that  they  are 
best  grouped  under  this  head. 

6.  Electrical  Engineering — This  subject  includes  a 
thorough  training  in  the  principles  and  application  of  direct 
and  alternating  currents.  It  should  not  include  design  of 
electrical  machinery.  It  should  cover  the  construction  and 
electrical  operation  of  electric  furnaces  and  the  electrical 
design  and  construction  of  electrolytic  plants  from  the 
standpoint  of  the  metallurgist.  It  should  include  the  opera- 
tion of  plants,  power  transmission  and  the  use  of  commer- 
cial electrical  instruments.  Many  metallurgical  engineers 
are  deficient  in  a  knowledge  of  electrical  engineering,  at 
present  a  very  vital  subject.  In  this  work  it  is  the  object 
to  give  the  student  a  thorough  knowledge  of  electricity  as 
applied  to  metallurgy,  but  not  to  make  an  electrical  engi- 
neer of  him. 

7.  Mineralogy  and  Geology — The  course  in  mineralogy 
should  be  xrvy  thorough,  particularly  in  determinative 
mineralogy.  Crystallography  need  not  be  emphasized,  but 
so  much  given  as  is  necessary.  The  course  in  general  and 
economic  geology  need  not  be  extensive,  as  would  be  the 
case  in  training  mining  engineers,  but  considerable  work 
should  be  given  in  petrography,  or  rather  in  optical  miner- 
alogy, so  that  the  student  will  be  proficient  in  the  use  of  the 
microscope,  and  can  use  it  later  in  metallurgical  problems 
that   may  arise. 

8.  Biology  It.  is  desirable  that  the  student  should 
have  a  good  course  in  general  biology,  so  that  he  may  have 
knowledge  of  the  relation  of  mankind  to  nature.  This 
course  may  well  include  a  broad  view  of  anthropology  and 
archaeology  to  give  him  some  idea  of  the  early  history  of 
man  and  his  development; 

9.  Economics — A  thorough  course  on  the  principles  of 
economies  is  essential  to  the  student.  This  course  should 
include  especially  the  subjects  of  transportation,  labor  and 
related  questions  and  social  work. 

10.  Business-  Since  the  production  of  metals  on  a 
large  scale  may  be  considered  as  a  purely  business  opera- 
tion, the  student  must  have  a  knowledge  of  the  subject  of 
business.  This  should  include  such  general  topics  as  bank- 
ing, tariff,  accounting,  bonds  and  stocks,  followed  by  detail- 


12  MISSOURI   SCHOOL   OF   MINES 

ed  instruction  in  metallurgical  accounting  and  metallurgical 
business,  including  the  buying  and  selling  of  metallurgical 
products,  the  business  administration  of  metallurgical 
Avorks  and  all  matters  of  business  interest  relating  to  metal- 
lurgical plants.  In  this  course  lectures  should  be  given  by 
men  familiar  with  practical  metallurgical  business,  to  am- 
plify the  regular  instruction  by  members  of  the  faculty. 

11.  Mining — The  instruction  in  mining  need  not  be 
extensive.  There  should  be  a  good  course  in  the  principles 
of  mining,  and  the  close  business  relation  between  mining 
and  metallurgy  should  be  shown. 

12.  Surveying — The  student  should  have  a  course  in 
surveying,  including  ordinary  land  surveying,  the  laying 
out  of  sites,  topographic  surveying,  mapping  and  plane 
table  work.  The  main  object  of  this  course  is  to  prepare 
the  student  to  lay  out  metallurgical  plants. 

13.  Metallurgy — Metallurgy  is  the  most  important 
single  subject  for  the  student.  All  his  other  work  is  taught 
from  the  viewpoint  that  it  has  a  distinct  bearing  on  and 
connection  with  metallurgy.  The  first  course  in  metallurgy 
will  be  one  in  general  metallurgy.  It  serves  to  give  the  stu- 
dent a  broad  view  of  the  underlying  principles  and  methods 
which  govern  the  recovery  of  the  useful  metals  on  a  com- 
mercial scale.  It  includes  such  matters  as  are  closely  re- 
lated to  metallurgy,  as  fuels,  combustion,  materials  used 
for  metallurgical  construction,  etc.  This  will  be  followed 
by  work  in  the  metallurgy  of  the  common  metals.  In  the 
descriptive  work  of  these  courses  it  will  be  desirable  to  dis- 
cuss only  the  most  modern  practice,  and  not  burden  the  stu- 
dent with  matters  that  have  become  history.  A  course  in 
metallurgical  design  will  follow,  covering  the  principles  of 
metallurgical  construction  and  the  application  of  materials 
to  this  construction.  The  work  should  be  of  a  detailed 
rather  than  of  a  general  character.  It  should  not 
be  an  elaborate  problem  like  the  design  of  a  smelter 
or  of  a  concentration  plant,  but  the  effort  should  be 
directed  to  the  design  of  a  piece  of  apparatus,  say,  a 
reverberatory  furnace  for  smelting  calcined  flotation 
concentrate,  or  a  heating  furnace  for  steel  billets,  or  a 
tank  for  leaching  copper  ores.  The  problem  of  design- 
should  be  a  perfectly  definite  one,  and  the  limiting  condi 
tions  fully  stated.  Work  should  also  be  given  relating  to 
general  plant  layout.  In  many  institutions  the  method  of 
teaching  design  is  faulty.  It  is  customary  to  have  a  stu- 
dent draw,  for  instance,  a  stamp  mill,  a  concentrating  mill, 
or  a  smelting  plant,  which,  when  finished,  looks  attractive 


MISSOURI   SCHOOL   OF   MINES  13 

on  paper,  but  is  practically  nothing  more  than  a  composite 
copy  of  a  number  of  blue  prints  which  the  student  used  in 
order  to  obtain  suggestions.  The  final  test  of  design  comes 
in  construction  and  use.  This  test  of  course  can  rarely  be 
applied  to  student  work,  but  there  is  a  possibility  for  some 
of  the  design  to  be  in  the  nature  of  relatively  simple  appar- 
atus or  appliances,  which  may  later  be  built  and  used  in  the 
laboratory. 

There  should  be  a  course  in  the  history  of  metallurgy 
to  make  clear  the  development  and  evolution  of  metallurgi- 
cal processes.  This  course  need  not  be  extensive,  but  it  will 
be  valuable  to  the  student  in  relating  present  day  practice 
to  the  past.  A  thorough  course  in  metallography  is  essen- 
tial, and  should  cover  the  physical  properties  of  metals,  and 
alloys,  and  their  heat  treatment,  in  a  scientific  way.  The 
subject  of  alloys  is  very  important,  and  the  student  must 
have  specific  knowledge  on  this  subject. 

14.  Laboratories  in  General — The  laboratory  work  of 
the  course  is  to  be  extensive.  There  should  be  ample  lab- 
oratory facilities  in  physics,  chemistry,  electrical  engineer- 
ing, mechanical  engineering,  mineralogy,  metallography 
and  metallurgy.  The  Laboratories  should  be  open  during 
the  school  day,  in  charge  <>f  instructors  who  devote  their 
t  ime  solely  to  laboratory  work,  so  1  hat  a  student  may  ultilize 
free  time  when  he  so  desires.  rl  nis  does  not  imply  that  there 
should  be  no  regular  laboratory  periods  in  which  the  stand- 
ard work  is  scheduled,  hut  rather  that  the  laboratory  op- 
portunities he  broadened  to  enable  the  student  to  do  addi- 
tional work,  or  make  up  work  if  it  he  necessary.  As  Ear  as 
possible  there  should  he  individual  apparatus  of  high  grade. 
It   is  undesirable  to  work  with  poor  instruments. 

15.  Metallurgical  Laboratory  -The  usual  idea  of  a 
metallurgical  laboratory  is  a  large  room  or  separate  build- 
ing, in  which  is  housed  concentrating  machinery  such  as 
jigs,  classifiers,  screens,  crushers  of  various  kinds,  and  other 
standard  metallurgical  apparatus,  as  some  kind  of  roasting 
furnace,  blasl  furnace,  cupola,  stamp  mill  and  amalgama- 
ting plate,  etc.  This  collection  is  supposed  to  represent 
common  metallurgical  apparatus  in  use  in  metallurgical 
plants  of  various  sorts,  and  it  is  expected  that  the  student, 
will  operate  this  apparatus,  and  thus  gain  some  knowledge 
of  actual  methods  to  amplify  his  theoretical  instruction  in 
the  class  room.  As  ;)  matter  of  tact,  many  of  the  metal- 
lurgical laboratories  are  museums  of  apparatus  and  their 
actual  use  is  small. 


14  MISSOURI   SCHOOL  OF   MINES 

There  is  much  discussion  whether,  for  the  purposes  of 
instruction,  full  sized  metallurgical  apparatus  is  desirable, 
or  whether  it  is  better  to  use  small  sized  apparatus  in  the 
nature  of  working  models.  Both  systems  have  their  warm 
adherents,  and  something  may  be  said  on  both  sides.  From 
a  practical  standpoint  it  is  difficult  for  most  institutions  to 
operate  full  sized  apparatus,  as  the  cost  and  time  required 
is  too  great.  If  circumstances  are  such,  for  instance,  that 
a  small  blast  furnace  can  be  run  continuously  for  a  week  or 
ten  days  by  a  crew  of  students  in  charge  of  competent  fore- 
men, the  value  of  this  work  to  the  student  will  be  very 
great.  If,  however,  an  attempt  is  made  to  operate  it  but  for 
a  day  or  so,  without  adequate  preparation,  the  results  are 
negative  and  may  be  harmful.  For  this  reason  it  is  better 
to  keep  to  the  teaching  of  principles  in  small  sized  appara- 
tus, and  do  this  work  thoroughly  after  the  manner  that  has 
been  developed  by  the  Massachusetts  Institute  of  Tech- 
nology. The  actual  commercial  operation  involving  these 
principles  can  then  be  studied  during  practice  terms  or 
summer  school.  Metallurgical  laboratories  that  contain  a 
large  collection  of  full  sized  apparatus,  little  of  which  is 
ever  used,  are  a  useless  encumbrance  to  a  mining  school. 

The  most  modern  conception  of  a  laboratory  is  a  large 
fire-proof  building,  rectangular  in  shape,  of  ample  height 
and  provided  with  a  5  to  10  ton  crane  that  runs  the  length 
of  the  building.  This  room  or  building  contains  electrical 
switch-boards,  from  which  may  be  taken  an  ample  supply  of 
direct  and  alternating  current,  within  a  wide  range  of  volt- 
age. The  building  will  be  provided  with  high  pressure  air 
and  water;  it  will  contain  standard  crushing  machinery, 
such  as  a  gyratory  crusher,  rolls  and  a  fine  crusher  of  some 
sort  and  screens ;  it  will  contain  a  number  of  different  sized 
motors,  which  can  be  used  anywhere  within  the  building. 
The  laboratory  will  be  provided  with  a  fully  equipped  car- 
penter and  machine  shop.  This  constitutes  the  permanent 
equipment  of  the  laboratory.  All  other  apparatus  will  be 
either  built  to  suit  the  special  purpose  required,  or  pur- 
chased as  it  is  needed,  but  has  no  permanent  place ;  although 
later  on,  if  deemed  advisable,  certain  pieces  of  apparatus 
may  become  permanent.  In  a  laboratory  of  this  kind  really 
modern  work  may  be  carried  on  in  concentration,  roasting, 
leaching,  smelting,  electric  furnace  work,  electrolytic  work 
or  any  metallurgical  problem  that  may  arise. 


MISSOURI   SCHOOL   OF    MINES  15 

COMMENCEMENT  ADDRESSES 

1901-1917 

1901  The  Development  of  American    mining  and  metallurgy,    and 

the    equipments    of    a    training    school.    James     Douglas, 
LL.D.,  President,  Copper  Queen  Mine.     (Out  of  print). 

1902  Mining  and  metallurgy  in  some  of  their  relations  to  the  pro- 

gress  of  civilization.     William   P.   Blake,   F.G.S.,   Director, 
Arizona  School  of  Mines.     (Out  of  print). 

1903  Science  and  practice.     Regis  Chauvenet,  LL.D.,  Mining  Engi- 

neer.    (Out  of  print). 

1904  The  Engineer  and  his  relation  to  modern  methods.  Charles  J. 

N.  Norwood,  M.Sc,  Director,  Kentucky  Geological  Survey. 
(Not  published). 

1905  Ore  treatment  in  the  southeast  Missouri  lead  district.  Oscar 

M.    Bilharz,    E.M.,    Chief    Engineer,    St.  Joseph    Lead    Co. 
(Not  published). 

1907  Compound  numbers.   John  Henderson  Miller,  D.D.,  Kansas  City. 

(Not  published). 

1908  The  Human  side  of  an  engineer's    life.      Edmund  B.  Kirby, 

E.M.,  Consulting  Mining  Engineer. 

1909  The  Relation  that  exists  between  general  and  technical  edu- 

cation.    A.  Ross  Hill,  LL.D.     President  of  the  University. 
(Not  published). 

1910  Some  of  the  essentials  of  success.     Charles   Sumner  Howe, 

LL.D.,  President,  Case  School  of  Applied  Science. 

1911  The  individual,  the  state  and  the  nation  in  the  development 

of  our  mineral   resources.     Joseph  Austin   Holmes,  LL.D., 
Director,  U.  S.  Bureau  of  Mines.     (Not  published). 

1912  Mining   and    civilization.      James    Ralph   Finlay,   A.B.,     Con- 

sulting Mining  Engineer. 

1913  Measuring   the   output.     Edwin   Earle   Sparks,   LL.D.     Presi- 

dent, Pennsylvania  State  College.      (Not  published). 

1914  The  West.     Frank  Strong,  LL.D.     Chancellor,  University  of 

Kansas.     (Not  published). 

1915  Place  and  influence  of  the  engineer.     Elmer  James  McCaust- 

land,  M.C.E.,  Dean  of  the  School  of  Engineering  of  the  Uni- 
versity.    (Not  published). 

1916  The  Business  of  mining.     Walter  Renton  Ingalls,  S.B.  Editor, 

The  Engineering  and  Mining  Journal. 

1917  What  should  a  present    day    metallurgical    education    com- 

prise?    Charles  Herman  Fulton,  D.Sc,  Professor  of  Metal- 
urgy,  Case  School  of  Applied  Science. 


BULLETINS    OF    THE   MISSOURI    SCHOOL  OF    MINES 
General  Series 

Vol.   1,  No.   1,  Dec,   1908.  The  human  side  of  a  mining  engineer's  life.  Edmund  B. 
Kirby.      (Commencement  address,   June   10th,   1908.) 

Vol.    1,    No.    2,   March,    1909.     38th   Annual   Catalogue,    1909-1910. 
Vol.  1,  No.   3,  June,   1909.  Education  for  utility  and  culture.    Calvin  M.  Woodward 
(Tau  Beta  Pi  address.) 

Vol.  1,  No.  4,  Sept.,  1909.     The  history  and  the  development  of  the  cyanide  process. 
Horace  Tharp  Mann. 

Vol.  2,  No.  1,  Dec,  1909.  The  Jackling  field,  School  of  Mines  and  Metallurgy. 
Vol.   2,   No.   2,   39th  Annual  Catalogue,    1910-1911.      (Out  of  print.) 
Vol.  2,  No.  3,  June,  1910.  Some  of  the  essentials  of  success,  Charles  Sumner  Howe. 
(Commencement  address,   June   1st,   1910.) 

Vol.   2,   No.   4,   Sept.,    1910.   Friction   in   small   air  pipes,   E.   G.   Harris,   Albert  Park, 
H.   K.   Peterson.      (Ccntim;ed  by  Technical   Series.     Vol.    1,   No.   1  and   4.) 

Vol.  3,  No.   1,  Dec,   1910.     Some  relations  between  the  composition  of  mineral  and 
its  physical  properties.     G.  H.   Cox,  E.  P.  Murray. 

Vol.   3,  No.   2,  March   1st,  1911.     40th  Annual  Catalogue,   1911-1912. 
Vol.   3,  No.   3,  June,   1911.     Providing  for  future  generations.   E.  R.  Buckley.    (Tau 
Beta  Pi  address,  May  24th,   1911.) 

Vol.  3,  No.   4,  Sept.,  1911.  Fall  announcement  of  courses.    (Out  of  print.) 
Vol.   4,  No.   1,  Dec,   1911.  Fortieth  anniversary  of  the  School  of  Mines  and  Metal- 
lurgy of  the  University   of  Missouri.      Parker   Hall   Memorial    address.        Laying    of 
cornerstone  of  Parker  Hall,  Rolla, 'Missouri,   October   24th.   1911. 
Vol.    4,   No.   2,   March,    1912.      41st  Annual   Catalogue,    1912-1913. 

Vol.   4,  No.   3,  June,   1912.  Mining  and  civilization.     J.   R.   Finlay.    (Commencement 
address,  May   31st,   1912.) 

Sept.,   1912.     Fall  announcement  of  courses,  o.  p. 
Student  -Life. 

March,   1913.   42nd  Annual  Catalogue,   1912-1913. 
Never  published. 
Never  published. 
Never  published. 

March,   1914.   43rd   Annual   Catalogue,   1913-1914. 
Never  published. 
Never  published. 
Never   published. 

March,   1915.     44th  Annual  Catalogue,   1914-1915. 
June,   1915.   Description  of  special  courses  in  oil  and  gas  and  allied 

September,    1915.      Register  of  graduates,    1874-1915. 

Jan.,    1916.   Bibliography  on   concentrating  ores   by   dotation.      Jesse 

March,  1916.  45th   Annual  Catalogue,  1915-1916. 

June,   1916.  The  Business  of  mining.  W.  R  Ingalls.    (Commencement 
3.    1916.) 
October,    1916.    Register  of   graduates,    1874-1916. 

January,    191*3  In   the  Ozarks.   E.  G.  Harris.      With 

a  Bibliography  on   rural  roads,   by    II.    I. 

Vol.   9,  No.   2,   March,   1917.      46th  I  U6-1917. 

Vol.    9,   No.   3,   June,    1917.        Whi  metallurgical    education 

comprise?     C.  H.   Fulton.      (Commencement  a  tay  25,    1917.) 

Technical  Series 

Vol.   1,  No.   1,  November,   1911.  In  air  pines.       Technical  Series      E.  G 

Harris,    (Continuation   of  General  I.   2,   No.    I.) 

Vol.   1,   No.   2,    February,    1912.    M  laboratories  of  the 

Missouri  School  of  .V  y.     D.  Copeland,   II.  T.   Mann,  H.  A    Roesler 

(Out   of  print.) 

Vol.    1,   No.   :'>,   May,    1912.    -  for    demonstrating  rock 

drilling  and   the   loading  of  drill   hoi  :S   in   tunneling.      I..    B.    Von  i 

Vol.   1,  No.   4,   August,    I'M:'.      Friction    In  ' 1.   G.    Harris.    (Continuation  of 

Vol.   1,  No.   1,   November,   1911.) 

Vol.   2,  No.    1,    An?  tests  of  piston   drill   bits.   C.   R.   Forbes 

and  L,.  M.  Cummini 

Vol.    2,   No.    2,   November,    1915.      Orifice    measurements  of  air   in   large  quantities 
Elmo  G.   Harris. 
™.VoJ-  2\F°a,"'  February,   inc.  Cupellation  losses  in  assaying.   Horace  T.  Mann  and 

Vol    2,  No.    I,  May,    1916.     <  Iteria   for  determining  the  structural  position 

[s.     G   lb  Cox  and  of  prim.) 

Vol.  3,  No.   1,  August,    I. lit;.        i:  m    the    notation    laboratory.     C    Y. 

Clayton.      (Out.  of  print.) 

I    3,  No.  2,   November,    1916.     Studies  on   tin-  origin  of  Missouri  cherts  ami  zinc 
i ..  n.  Cox,   R.  s.   Dean,  and   \     '  i      lot 

mVa1-*2,,£ro-3  February,   1917.     A   preliminary  report  on  blended  Portland  cement. 
E.    S.   McCandliss. 


Vol.   4,   No. 

1, 

Vol.   5,  No. 

1, 

Vol.   5,   No. 

2. 

Vol.   5,   No. 

3, 

Vol.  5,  No. 

4, 

Vol.   6,  No. 

1, 

Vol.   6,  No. 

2, 

Vol.   6,  No. 

3, 

Vol.   6,  No. 

-1, 

Vol.    7,   No. 

1, 

Vol.   7,  No. 

2 

Vol.   7,   No. 

3*. 

subjects. 

Vol.    7,   No. 

4, 

Vol.    8,   No. 

1, 

Cunningham. 

Vol.   8,  No. 

2, 

Vol.   8,  No. 

8. 

address,   May 

2< 

Vol.    8,  No. 

4, 

Vol.   9,  No. 

1, 

■Ill 

3^12105733080 


